king, Wen and Clément’s (2003) observations on risks are remarkable; although, their work mainly introduces the negative side of this variable. What is exquisite about their definition is the concatenation of a conscious-unconscious continuum of risk-taking behaviors. Although the association between consciousness and unconsciousness can be a rich source of investigation for the literature on risk taking, the authors make brief hints of it; this demonstrates one of the basic weaknesses of their article named Willingness to Communicate in ESL. Lee and Ng (2010) mention that in the field of second language learning, academic risk taking has been defined as a situation-based process that can be managed by providing the proper contexts for its application. The contexts may range from the ones in which the learners realize what skill to use and under what conditions to the ones in which learning happens in a probable setting. The latter can cause students to extremes in the utilization of risk taking. The fact that risk taking is not a fixed personality trait that is constant across situations has permitted researchers to suppose it a potential tool that students can apply for the enhancement of their learning when fittingly regulated. Furthermore, a majority of work published in the literature of the field has related risk taking to other classroom factors. A case in point is Ely’s characterization of risk taking. In a study accomplished in 1986 (as cited in Nga, 2002), he clarifies that taking risks is intrinsically related to classroom participation and self-confidence. Ely ascertains a key pedagogical factor that was not comprised in previous definitions of the term and that is required in a language class: willingness to participate. According to Hongwei (1996) classroom participation may demonstrate for language learners a noteworthy chance to practice and improve their skills in the target language. On the other hand, Lee and Ng (2010) state that another classroom factor correlated with the willingness to speak is the teacher’s role and whether it can decrease student inhibition to participate in the second language class. Since there have been numerous various approaches to the term risk taking, the effort to define it and its educational rationale have modified so much that research on learner differences has not come to a unified explanation of the term yet. In spite of this fact, one of the most general definitions of risk taking is found in the words of Beebe, one of the leading researchers in the field. In her analysis of risk taking, she attentively captures most of its essential characteristics. She characterizes the term as a “situation where an individual has to make a decision involving choice between alternatives of various desirability; the consequence of the selection is uncertain; there is a possibility of failure” (Beebe, 1983, p.39). Her definition of risk taking resonates with the observations of other authors, for example, Wen & Clément’s uncertain>